Marta P. Baltodano
Appropriating the Discourse of Social Justice in Teacher Education
Marta P. Baltodano
Appropriating the Discourse of Social Justice in Teacher Education
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This book validates the claim that the process of reproduction of social inequalities in teacher education is not a perfect, static process, but on the contrary, the real "seeds of transformation" within teacher education departments are abundant.
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This book validates the claim that the process of reproduction of social inequalities in teacher education is not a perfect, static process, but on the contrary, the real "seeds of transformation" within teacher education departments are abundant.
Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Produktdetails
- Produktdetails
- Verlag: Rowman & Littlefield Publishers
- Seitenzahl: 122
- Erscheinungstermin: 13. März 2015
- Englisch
- Abmessung: 235mm x 157mm x 11mm
- Gewicht: 339g
- ISBN-13: 9781607097440
- ISBN-10: 1607097443
- Artikelnr.: 42027572
- Herstellerkennzeichnung
- Books on Demand GmbH
- In de Tarpen 42
- 22848 Norderstedt
- info@bod.de
- 040 53433511
- Verlag: Rowman & Littlefield Publishers
- Seitenzahl: 122
- Erscheinungstermin: 13. März 2015
- Englisch
- Abmessung: 235mm x 157mm x 11mm
- Gewicht: 339g
- ISBN-13: 9781607097440
- ISBN-10: 1607097443
- Artikelnr.: 42027572
- Herstellerkennzeichnung
- Books on Demand GmbH
- In de Tarpen 42
- 22848 Norderstedt
- info@bod.de
- 040 53433511
By Marta P. Baltodano
CONTENTS Foreword by Shirley R. Steinberg Introduction by Marta P.
Baltodano Chapter 1. Conducting Ethnography in Teacher Education An Emic
Viewpoint and my Insider Role Critical Ethnography Book Organization and
Format Chapter 2. Critical Educational Theory The New Sociology of
Education Critical Pedagogy Theory of Hegemony and Social Reproduction:
Hegemony, Ideology and the Economy Theory of Resistance and Social
Transformation Transformative Practices Conscientizaçao Chapter 3. The
Ideological Predicament of Teacher Education The Ideological State
Apparatus Unmasking the Conservative Nature of Teacher Education Teachers
as Transformative Intellectuals Other Attempts to Transform Teacher
Education Chapter 4. The Teacher Education Program at Laurel Canyon
University Section I. The Town, the University Section II. Kristine and the
Old-White Boys Club Section III. Samantha, the Assistant Professor Section
IV. Teresa, the Diversity Faculty Section V. Vincent, the Teacher Education
Faculty Chapter V. The Journey to Transform Teacher Education: Samantha's
Return Section I. Initiating the Transformation Section II. Patrick, the
Math Faculty Section III. The Philosophy of the Teacher Education Program
Section IV. The Curriculum and the Method Courses at Laurel Canyon Teacher
Preparation Section V. Teaching Practices Section VI. Teachers as
Reflective Researchers Chapter VI. What Went Wrong? The Accountability
Movement Arrived at the College of Education Section I. The Two Assistant
Directors: The Politics of Race Section II. The Realignment of the
Conservative Forces to Take Control of Teacher Education Section III.
Preparing Administrators and Teachers to Work in an Era of Accountability
Section IV. Breaking Down Samantha's Support System. The Dismantling of
Cabrillo Elementary School Section V. The Disintegration of the Teacher
Education Program Section VI. The Repacking of Teacher Preparation into a
New Neoliberal Format Chapter VII. Analyzing the Efforts to Transform the
Teacher Education Culture What Could Samantha Have Done Differently?
Lessons from Teresa's Departure The Successes and Contradictions of the
Changes at LCU's Teacher Preparation Program Reflections on the
Appropriation of Multiculturalism and Social Justice in Teacher Education
Can the Culture of Teacher Education be Transformed? Chapter VIII.
Reflections and Implications of this Study for Teacher Education The
Misappropriation of Diversity and Social Justice Immediate Radical Tactics,
Short Term Radical Approaches, and Long Term Strategies Recommendations for
Faculty Recommendations to Reexamine the Culture of Teacher Preparation
Banking Education and the Production of Docile Citizens Curriculum and the
Integration of Subjugated Knowledges Schools as Mirrors of the Larger
Society References
Baltodano Chapter 1. Conducting Ethnography in Teacher Education An Emic
Viewpoint and my Insider Role Critical Ethnography Book Organization and
Format Chapter 2. Critical Educational Theory The New Sociology of
Education Critical Pedagogy Theory of Hegemony and Social Reproduction:
Hegemony, Ideology and the Economy Theory of Resistance and Social
Transformation Transformative Practices Conscientizaçao Chapter 3. The
Ideological Predicament of Teacher Education The Ideological State
Apparatus Unmasking the Conservative Nature of Teacher Education Teachers
as Transformative Intellectuals Other Attempts to Transform Teacher
Education Chapter 4. The Teacher Education Program at Laurel Canyon
University Section I. The Town, the University Section II. Kristine and the
Old-White Boys Club Section III. Samantha, the Assistant Professor Section
IV. Teresa, the Diversity Faculty Section V. Vincent, the Teacher Education
Faculty Chapter V. The Journey to Transform Teacher Education: Samantha's
Return Section I. Initiating the Transformation Section II. Patrick, the
Math Faculty Section III. The Philosophy of the Teacher Education Program
Section IV. The Curriculum and the Method Courses at Laurel Canyon Teacher
Preparation Section V. Teaching Practices Section VI. Teachers as
Reflective Researchers Chapter VI. What Went Wrong? The Accountability
Movement Arrived at the College of Education Section I. The Two Assistant
Directors: The Politics of Race Section II. The Realignment of the
Conservative Forces to Take Control of Teacher Education Section III.
Preparing Administrators and Teachers to Work in an Era of Accountability
Section IV. Breaking Down Samantha's Support System. The Dismantling of
Cabrillo Elementary School Section V. The Disintegration of the Teacher
Education Program Section VI. The Repacking of Teacher Preparation into a
New Neoliberal Format Chapter VII. Analyzing the Efforts to Transform the
Teacher Education Culture What Could Samantha Have Done Differently?
Lessons from Teresa's Departure The Successes and Contradictions of the
Changes at LCU's Teacher Preparation Program Reflections on the
Appropriation of Multiculturalism and Social Justice in Teacher Education
Can the Culture of Teacher Education be Transformed? Chapter VIII.
Reflections and Implications of this Study for Teacher Education The
Misappropriation of Diversity and Social Justice Immediate Radical Tactics,
Short Term Radical Approaches, and Long Term Strategies Recommendations for
Faculty Recommendations to Reexamine the Culture of Teacher Preparation
Banking Education and the Production of Docile Citizens Curriculum and the
Integration of Subjugated Knowledges Schools as Mirrors of the Larger
Society References
CONTENTS Foreword by Shirley R. Steinberg Introduction by Marta P.
Baltodano Chapter 1. Conducting Ethnography in Teacher Education An Emic
Viewpoint and my Insider Role Critical Ethnography Book Organization and
Format Chapter 2. Critical Educational Theory The New Sociology of
Education Critical Pedagogy Theory of Hegemony and Social Reproduction:
Hegemony, Ideology and the Economy Theory of Resistance and Social
Transformation Transformative Practices Conscientizaçao Chapter 3. The
Ideological Predicament of Teacher Education The Ideological State
Apparatus Unmasking the Conservative Nature of Teacher Education Teachers
as Transformative Intellectuals Other Attempts to Transform Teacher
Education Chapter 4. The Teacher Education Program at Laurel Canyon
University Section I. The Town, the University Section II. Kristine and the
Old-White Boys Club Section III. Samantha, the Assistant Professor Section
IV. Teresa, the Diversity Faculty Section V. Vincent, the Teacher Education
Faculty Chapter V. The Journey to Transform Teacher Education: Samantha's
Return Section I. Initiating the Transformation Section II. Patrick, the
Math Faculty Section III. The Philosophy of the Teacher Education Program
Section IV. The Curriculum and the Method Courses at Laurel Canyon Teacher
Preparation Section V. Teaching Practices Section VI. Teachers as
Reflective Researchers Chapter VI. What Went Wrong? The Accountability
Movement Arrived at the College of Education Section I. The Two Assistant
Directors: The Politics of Race Section II. The Realignment of the
Conservative Forces to Take Control of Teacher Education Section III.
Preparing Administrators and Teachers to Work in an Era of Accountability
Section IV. Breaking Down Samantha's Support System. The Dismantling of
Cabrillo Elementary School Section V. The Disintegration of the Teacher
Education Program Section VI. The Repacking of Teacher Preparation into a
New Neoliberal Format Chapter VII. Analyzing the Efforts to Transform the
Teacher Education Culture What Could Samantha Have Done Differently?
Lessons from Teresa's Departure The Successes and Contradictions of the
Changes at LCU's Teacher Preparation Program Reflections on the
Appropriation of Multiculturalism and Social Justice in Teacher Education
Can the Culture of Teacher Education be Transformed? Chapter VIII.
Reflections and Implications of this Study for Teacher Education The
Misappropriation of Diversity and Social Justice Immediate Radical Tactics,
Short Term Radical Approaches, and Long Term Strategies Recommendations for
Faculty Recommendations to Reexamine the Culture of Teacher Preparation
Banking Education and the Production of Docile Citizens Curriculum and the
Integration of Subjugated Knowledges Schools as Mirrors of the Larger
Society References
Baltodano Chapter 1. Conducting Ethnography in Teacher Education An Emic
Viewpoint and my Insider Role Critical Ethnography Book Organization and
Format Chapter 2. Critical Educational Theory The New Sociology of
Education Critical Pedagogy Theory of Hegemony and Social Reproduction:
Hegemony, Ideology and the Economy Theory of Resistance and Social
Transformation Transformative Practices Conscientizaçao Chapter 3. The
Ideological Predicament of Teacher Education The Ideological State
Apparatus Unmasking the Conservative Nature of Teacher Education Teachers
as Transformative Intellectuals Other Attempts to Transform Teacher
Education Chapter 4. The Teacher Education Program at Laurel Canyon
University Section I. The Town, the University Section II. Kristine and the
Old-White Boys Club Section III. Samantha, the Assistant Professor Section
IV. Teresa, the Diversity Faculty Section V. Vincent, the Teacher Education
Faculty Chapter V. The Journey to Transform Teacher Education: Samantha's
Return Section I. Initiating the Transformation Section II. Patrick, the
Math Faculty Section III. The Philosophy of the Teacher Education Program
Section IV. The Curriculum and the Method Courses at Laurel Canyon Teacher
Preparation Section V. Teaching Practices Section VI. Teachers as
Reflective Researchers Chapter VI. What Went Wrong? The Accountability
Movement Arrived at the College of Education Section I. The Two Assistant
Directors: The Politics of Race Section II. The Realignment of the
Conservative Forces to Take Control of Teacher Education Section III.
Preparing Administrators and Teachers to Work in an Era of Accountability
Section IV. Breaking Down Samantha's Support System. The Dismantling of
Cabrillo Elementary School Section V. The Disintegration of the Teacher
Education Program Section VI. The Repacking of Teacher Preparation into a
New Neoliberal Format Chapter VII. Analyzing the Efforts to Transform the
Teacher Education Culture What Could Samantha Have Done Differently?
Lessons from Teresa's Departure The Successes and Contradictions of the
Changes at LCU's Teacher Preparation Program Reflections on the
Appropriation of Multiculturalism and Social Justice in Teacher Education
Can the Culture of Teacher Education be Transformed? Chapter VIII.
Reflections and Implications of this Study for Teacher Education The
Misappropriation of Diversity and Social Justice Immediate Radical Tactics,
Short Term Radical Approaches, and Long Term Strategies Recommendations for
Faculty Recommendations to Reexamine the Culture of Teacher Preparation
Banking Education and the Production of Docile Citizens Curriculum and the
Integration of Subjugated Knowledges Schools as Mirrors of the Larger
Society References